Renee Kitson writes: “In early childhood library programming, we expect adults and children to participate together. Caregivers sing during storytime, bounce babies on their knees, help toddlers with activities, and sit beside preschoolers as they explore. But when children reach school age, programs increasingly become for the child. Adults become the people who drive children to the library and watch from the sidelines. As children become more independent, we naturally begin to give them more space. But I’ve started to wonder: What if school-age children don’t have to age out of shared experiences with the adults in their lives?”